UNLV Student: Lindsey Hedger

Lesson Plan Title: The

Marshmallow Challenge
Date: 29 February 2016
Grade Level: 4th
1. State Standards:
RI.4.3- Explain events,

PSMT Name: Mr. Dunlap

Lesson Plan Topic: ELA/Science
Estimated Time 35-40 minutes
School Site: Forbuss ES
procedures, ideas, or concepts in a

historical, scientific, or technical text including what

happened and why based on specific information.

SL.4.1- Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on

others' ideas and expressing their own clearly.

SL.4.1.B- Follow agreed-upon rules for discussions and

carry out assigned roles.

2. Teaching Model(s): Inquiry Lesson Plan (Very Student
Centered)
3. Objective(s):
Students will be able to experiment with the steps of the
scientific method through effective collaboration of
assigned team roles in an attempt to construct a
freestanding structure with one hundred percent accuracy.
4. Materials & Resources:
One yard of tape (per group)
One yard of string (per group)
20 dry spaghetti noodles (per group)
One marshmallow (per group)
Yard stick (measure freestanding structure after eighteen

minutes)
Scissors (for cutting the tape and string)
Timer

PowerPoint Presentation (introduce and explain the rules

and guidelines of the Marshmallow Challenge)

Scientific Method: Marshmallow Challenge worksheet
Group Member Task Cards (roles of each student within a

team)
Elmo Projector
Smarboard
Scientific Method YouTube video for wrap-up

(https://youtu.be/qAJ8IF4HI20 )
5. Instructional Procedures:
a) Motivation/Engagement: Students will give me five at
the start of the lesson. I will wait until all students eyes are
on me and voice levels are on 0. I will open up the
development activity by telling the students that they will
be building a structure out involving spaghetti and a
marshmallow; Excitedly express how they will become
scientists for the next forty minutes!
b) Development Activities:
I will assign and explain individual roles within each
team. Roles will consist of the Leader (makes sure
that everyones voice is heard), Recorder (compiles
group members ideas into a graphic
organizer/illustration of some sort), Time Keeper
(Encourages group to stay on task and keeps track of
time), Presenter (shows the final structure, if
standing. If structure is not standing, explains their

overall strategy), and the Errand Monitor (picks up

supplies and replaces supplies for their group).

I will pass out the scientific method worksheet/data

sheet that goes along with the activity.

I will explain the first question in which students
must make a prediction and hypothesis about the
possible length of their teams final structure;

students will be asked to complete the question.

I will review the rules and instructions once more,
have students repeat the rules/instructions, and

answer any questions that they may have.

Teams will be called to the back table, one at a time,

to grab their bag of materials and tape.

Once all students are sitting quiet with their teams, I

will count down from ten and start the timer!

Students will get a total of 18 minutes and will get
warnings periodically. I will let them know when there

are five minutes left.

Students will collaborate and work with their
teammates to attempt to build a structure with the

marshmallow at the top of the structure.

At the end of 18 minutes, I will go around to each
table with a ruler to measure their final structure. If

they do not have a standing structure, that is OK!

The winning team will have the tallest, freestanding
structure; they will receive an extra marshmallow to
eat.

All students will be congratulated for their hard work

and teamwork. There will be a final, whole group
discussion about what worked well and what they
think that their team could have worked better on if
they were to have a second attempt. (better
collaboration, listening to all ideas and suggestions,

etc.).
Students will be instructed to quietly complete their
enrichment worksheet (draw out observations, tell
whether their predictions were right or how they
were off, complete reflection questions on what they

thought of their team collaboration).

c) Closure:
Once all papers have been turned in, the materials
have been cleaned up, and all of the students are
sitting quietly in their seats, I will wrap up with a
video review of the scientific method and how it is
used in the real world (https://youtu.be/qAJ8IF4HI20 )
d) Extension: Students/teams who finish early (and have
completed the enrichment worksheet) will write a
paragraph about collaboration and how it can help
individuals to solve problems in every day life.
6. Accommodations, Modifications, and Differentiations: For
students who may need instructions for guidance, I will provide a
Rules and Guidelines sheet to further assist their

understanding of the team building goal. A visual example slide

will also be provided on the slideshow.
7. Assessment and Evaluation of Learning:
Formative: All students are engaged with their team
and taking on their assigned team role. I will be
walking around with a clipboard checking off on

involvement.
Summative: Completed development worksheet with
reflection (Scientific Method: Marshmallow

Challenge)
8. Homework: Students will be able to take a bag home with the
same materials to try with their family (optional). If they were
able to complete this challenge outside of class, they must
complete a new Marshmallow Challenge worksheet.
9. Reflection:
Strengths: The role of collaboration within a lesson is essential
to effective team building skills. The Marshmallow Challenge was
a great way to get the students working together, incorporating
each of their different strengths and ideas in different ways. I felt
that the lesson was very successful. Because the students had a
solid set of rules and guidelines to follow (time limit, specific
supplies to use/not use), there was no confusion or questions
about the ending goal. The students were free to dig deep and
work together to create the tallest, freestanding structure. I was
proud of how well they listened to the input of each of their

teammates. Being that it was a skill building, hands on lesson, it

kept the students engaged in active learning.

Concerns: There are a couple of students within the classroom
that are perfectionists when it comes to their work. When
constructing my lesson plan, I wanted to make sure that I
emphasized how the possibility of having a collapsing and/or
non-standing structure at the end of the eighteen minutes is
normal and nothing to be upset about! It happens! Being that
this enrichment activity aligned with the scientific method, I
made sure to incorporate the idea that scientists make mistakes
all of the time, testing and re-testing their hypothesis. Everything
takes practice, and it is ok if the goal/hypothesis couldnt be met
or proven right away. Verbalizing this information before the
Marshmallow Challenge began helped in eliminating any

potential concerns or worries for the students.

Insights: The importance of collaboration skills amongst
students is essential. With this lesson, it allowed students to take
the role that made them feel most comfortable. I noticed how
some of the students took the role of a team leader, while others
felt most engaged in the building process. It was interesting to
see the different dynamics of each group. I was able to observe
where some communication needed more work (felt as though
these students may have had a tougher time putting their ideas
into words/verbalizing their thoughts), and those groups that had

a stronger sense of effective communication (they used their

voice and explained their thoughts as appropriate). By closing of
the lesson, the discussion and reflections provided me with the
support that I needed to prove my theory: Students learn/master
concepts through engaging lessonslessons that tend to all
learning styles and personalities leading each student to feel
important and active in their education.